Handout-April-29TaLK-LIA-100423-Jeon

A Case Analysis of TaLK (Teach and Learn in Korean) Program: 

A Case Analysis of TaLK (Teach and Learn in Korean) Program Paper presented at LIA International Conference 2010 (April 28-30) held at Bali, Indonesia. Jihyeon Jeon (Ewha Woman’s Univ. ) Hee-Kyung Lee (Yonsei Univ.)

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To provide English exposure to opportunity less resourced people and region To offer environment where English communication is possible To promote interests in learning English Increase in English communicative competence Reducing the gap Policies to Reduce English Divide

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TaLK: The Objectives Teach : Native speaker( Ethnic Korean & Foreign college students) teaches English to the elementary school kids in less resourced area for after-school English program Learn : Native speaker learns about Korean culture (  pro-Korean global leader)

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2012-02-02 Participants 2008 (N=1,614) 2009 (N=17,079) TaLK Native Scholars 201/380(49~53%) 422/537 TaLK Korean scholars 287/586(47~49%) 281/632 Students 562/42,561(1%) 14,129 Teachers 167/380(42~44%) 524/537 Parents 397/42,561(Less than 1%) 1,723 Subjects

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2012-02-02 Focus group interview on the perceived performance of the policy / Site observation Develop survey questionnaire 2008 -Online administration: TaLK native scholars, TaLK Korean scholars, teachers -Offline administration: Students, parents 2009 -Online administration: all participants Methods

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2012-02-02 A nalyzing Needs S etting Goals P lan P ractice E valuation Process +Performance Assessment Expected performance • Learning • Human resource • Environment Practical goals based on needs Matching the plan & implementation Assessing • Visible change • Knowledge change • Response change • Matching the major plan / detailed plan • Practical Considerations Timetable -Accountability -Feasibility Time, resource, scope -Consistency -Specificity -Continuity • Developing Checklist Expected performance • Learning • Human resource • Environment Practical goals based on needs • Matching the major plan / detailed plan • Practical Considerations Timetable -Accountability -Feasibility Time, resource, scope -Consistency -Specificity -Continuity • Developing Checklist Matching the plan & implementation Assessing • Visible change • Knowledge change • Response change

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Korean university students Associate teachers( 담당교사 ): Parents Improvement in English 43%, Improvement in intercultural understanding 59.4%, Improvement in intercultural cooperation ability ( 타문화 사람과 협업능력 향상 ) 64.2%, Willingness to recommend to others 65.4% TaLK 사업이 해당 학교 학생들에게 꼭 필요 54.9%, 교사의 영어능력 향상 30.7%, %, Improvement in intercultural understanding 45.1% Satisfaction toward TaLK class 62.5%, Willingness to continue 68.4%, Belief on public English education 62.3% 1 2 3 Korean university students 1 Associate teachers 2 Parents 3 Improvement in English communicative competence 43% Intercultural understanding 59.4% Intercultural cooperation ability 64.2% Willingness to recommend 65.4% Understanding the need of TaLK program 54.9% English communicative competence 30.7%, % Intercultural understanding 45.1% TaLK Program Performance (2008)

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2012-02-02 Students - Increase in learning time - Increase in interest - Increase in confidence - Increase in communicative competence Main Results (Personal Gain) 1 2 3 4

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2012-02-02 TaLK Korean Scholars - Increase in communicative competence - Increase in intercultural co-op ability - Increase in intercultural understanding & interest Main Results (Personal Gain) 1 2 3

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2012-02-02 Associate teachers - Increase in English use - Increase in intercultural understanding & interest Main Results (Personal Gain) 1 2

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2012-02-02 Main Results (Social Gain) Increase in parents’ beliefs toward improvement in public English education Decrease in English divide 1 2

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2012-02-02 Main Results (Program Success) Students’ willingness to continue to participate Program satisfaction Program recommendation 1 2 3